The project pursues the question: is it possible that wind energy in the form of small-scale industry-systems can cover a part of the energy supply? The atomic disaster in Fukushima (Japan 2013) has resulted in a change of mind in Germany and Europe: by the year 2020 the energy supply will be covered by alternative technologies. One possibility to produce “clean” energy from renewable sources is wind energy. For this purpose many wind parks (on and off-shore) are being assembled. The electric power recovered, however, requires transport via long distance distribution networks. Specific small scale applications require specific small scale solutions avoiding energy transport to weaker regions. The renewable energy systems feature the essential advantage that the generation of energy does not produce adverse effects on the eco-system including the disposal of waste products. The objective of the project is to look at “energy-problems” from various perspectives: • first from an intellectual point of view acquiring knowledge about alternative systems, • secondly from a social and political standpoint and • thirdly from a technological angle by planning, building and operating models of wind-power plants. The students participating in this Erasmus + project are between 16 and 18 years old. They attend grade 12 of our vocational grammar schools with their special subject Mechatronics. Each year 40 to 50 students take part. To achieve the objective of the project they produce papers, presentations and video clips of different miniature /small scale wind-power plants (e.g. Three-Blade Rotor, Savonius-Rotor, Darrieus-Rotor resp. Heidelberg-Rotor). In the transnational learning activities (the exchange phases) they build models of wind turbines which will function like the real products in wind parks. In this phase new technologies play an important part. Students are introduced to various skills, to computer added construction- CAD (Solid Works as professional software), to CNC-machines (milling machine, lathe) and to programming of these machines (IT). The methods and approaches used in the whole project are integrated learning (several subjects participate), holistic learning ( to see the problem in all its perspectives and contexts (technical, social, political) and self-organised (the students work in groups which solve the clearly defined task individually according to their own planning and production). The results – the papers, presentations, video clips and the models- will be exhibited in various dissemination events at both schools (Open Day, special events) or outside the schools (visiting firms or other schools). The impact of the project is • that students experience new forms of learning, • develop a better understanding of their European partner, • become aware that technology is not an end in itself, is not a questions of know-how, but is always dependent on social and • political aspects which have to be considered and evaluated. This should prepare them better for their future careers in a technical field. The long term benefit for the school is • to improve the standard and quality of teaching, • the implementation of a European curriculum and • a permanent cooperation with European partners because the problems we face can only be solved collectively.
The project dealt with the question of whether and how wind energy island solutions can contribute to today's energy supply. The trigger for dealing with this topic was the reactor disaster in Fukushima (2013, Japan), which (especially in Germany and Europe) has led to a rethinking (including wind farms in the North Sea). However, the wind farm energy must be "transported" over long distances. For single applications, "island solutions" are better suited to reduce transport to regional weaker areas. A major advantage of regenerative systems is that they do not generate any environmental impact during energy generation. The overall objective of the project was to look at the "energy problem" from different perspectives: • First the intellectual point of view was considered; here Students expanded their knowledge of alternative systems, • Social and political perspectives continued to be considered as well • analyzed the technological view. The Students planned and produced four different, functioning "small wind turbines" during the entire project period and put them into operation. The generated electrical energy is available to all students (and not just the students involved in the project) of the two participating schools. At "charging stations" they can always charge their smartphone, tablet, etc. The project participants (= Students of the two participating schools) are all between 16 and 19 years old. They attend the grade 12 of the vocational high school (Germany) or the comparable school form in the Czech Republic - both groups with the subject / focus "mechatronics". Every year 40 to 50 students took part in the project exchange - four transnational encounters / exchange trips took place. In order to achieve the above-mentioned goals, a project focus (= different types of small wind turbine type = module) was (not only) dealt with in the transnational exchange phases. As preparation and during these phases, SuS et al. Developments, presentations and video clips on the respective small wind turbine type (= modules: three-bladed rotor, Savonius rotor, Darrieus rotor or Heidelberg rotor). In addition, the SuS built the functioning, electricity-generating models in the replacement phases that function like the real "large-scale products" (cf windmills in wind farms). In these transnational phases of learning activity (in addition to communication and dealing with the respective technology), especially "new manufacturing technologies" played an important role. The Students were introduced here in these manufacturing technologies (practice-oriented): • from Computer Aided Design - CAD (Solid Works as Professional Software), • the production of single parts with conventional machine tools up to • Computer-controlled production with modern production machine tools (CNC machines: milling machine & lathe). The complete design, programming and manufacturing were subsequently carried out by SuS in mixed teams using the aforementioned manufacturing technologies and machines (IT). • The communication during the project period (and especially during the transnational exchange phases) took place in German, Czech and English. The methods and approaches used throughout the project are "integrated learning" (multiple themes), "holistic learning" (to learn the problem in all its perspectives and contexts (technical, social, political) and "self-organized learning "to see (the students work in groups that perform the" solve "clearly defined task individually according to their own planning and production). The results (= presentations, video clips and models) are presented and exhibited in various dissemination events at both schools (open house, (school) information events (including vocational training fairs, etc.) or outside schools (visiting firms or other schools). The effects of the project are, among others: • that students (further) developed and experienced new forms of learning, • a better understanding of the European partners, • realized that technology is not an "end in itself" and does not just consist of questions of know-how, but also: are always dependent on social importance; as well • Political aspects that need to be considered and evaluated. This has prepared SuS better for her professional future in a technical field. The long-term benefits for the school include: • improvement of the standard and the quality in the classroom, • the implementation of a European curriculum, • improved cooperation with European partners, because ... ... the problems we face in the future can only be solved together ...